CAE Gold TB

Listening 1 p.18

Aims:

•to give practice in listening for specific information

•to review I introduce expressions to do with saving and spending

ANSWERS

Ex. 2

1How saving a little each day can make a difference

2There'smore to life than saving

1

This can be used as a whole-class activity to introduce the theme of spending money. If you are teaching in a country which does not use the euro, give similar amounts of the students'own national currency.

2In pairs or groups, students think of ways in which they could save money. They then report back to the class.

3Discuss these questions briefly with the whole class.

2 Play the first part of the recording and ask students as a whole class to explain the answers to 1 and 2.

3

Ask students to look at the categories of people and tell you what they think the words mean. You will probably need to teach the verb scrimp and the collocation scrimp and save. Play the recording so that students compare their ideas with the psychologists'descriptions. Then ask them to match statements A to F to the type of spender.

2This is a chance to personalise the topic of the listening task.

4 Students now listen for the specific advice. After listening, they compare notes in pairs.

5 Students can work in pairs to divide the expressions into the two groups. After they have completed this, play the recording again, pausing after the description of each kind of person. Ask which expressions they heard in each section and check the answers to the vocabulary exercise.

As a possible follow-up activity, students could work in pairs to personalise this topic. Give them some suggestions (e.g. they co uld talk about a time they went on a shopping spree, made a sound investment, bought something on impulse, ran out of cash, gave themselves a treat, etc.).

~ Recording script p.90

Ex. 3

1A C

2DE

3B F

Ex. 4

1pay bills online

2pay for things by cheque

3set a budget that includes treats

Ex.S

a)interest, set a budget, a sound investment, a nest egg, to economise, put it away for a rainy day

b)conspicuous consumption, go on a spree, run out of cash, a treat, in the red, shopaholic, get through money like water, on impulse, a 'must-have'item

Speaking: giving opinions p.19

Aim:

•to provide practice in speaking for Paper 5, Part 3

1Play the recording and ask students to summarise what the candidates have to do.

2Students sometimes make the mistake of describing the pictures instead of discussing the given issues, and so the first question is intended to pre-empt this. After they have identified the agreeing and disagreeing phrases, ask them to suggest others. Students often overuse I agree whereas native speakers prefer other phrases such as absolutely. Watch out for the common error I am agree.

3Students now do the speaking task in pairs. Encourage them to use a range of expressions for giving opinions, agreeing or disagreeing .

4Discuss this with the class. You could compare these with other non-material things that are important, such as health.